Rapping for Her People

1. Set Focus
Pose these essential questions to guide discussion: How can grassroots activism help bring about social change? What difficulties do activists face when trying to bring about change?

2. List Vocabulary
Share with students some of the challenging vocabulary words in this article (see below). Encourage them to use context to infer

• impassioned (p. 7)
• referendum (p. 7)
• empowered (p. 7)
• autonomy (p. 7)
• commodities (p. 7)
• prosperous (p. 7)

3. Engage
Have students examine the cover of this issue and share their impressions of it as well as their thoughts on what the cover suggests this article might discuss.

4. Read 
Have students read the article, marking the text to note key ideas or questions.

5. Discuss
Distribute or project Up Close: Rapping for Her People, a close-reading activity for students to work on in small groups. (Note: The questions on the PDF also appear on the following page of this lesson, with possible responses.) Follow up with a class discussion. If you’re short on time, have each group tackle one or two of the questions. Collect students’ work or have each group report its findings to the class.

• What central idea does the title of the article help set up? How does the subtitle elaborate on that idea? (Central ideas, develop ideas) (The phrase “for her people” in the title suggests that the rapper the article will discuss is writing songs and performing concerts in an effort to do something positive for the cultural group she identifies with. The subtitle elaborates by naming the rapper, identifying who her people are—the Indigenous people of Chile—and explaining what positive change she is trying to bring about—expanded rights.)   

• At the end of the first section, Millaray says, “It’s the beginning of something new that we can build together.” What is the meaning and tone of her quote? (Tone, make inferences)(Millaray is commenting on the failure of the referendum for a new constitution to pass. She means that the fight is not over and that everyone who wants change can still work toward getting a new constitution passed and securing expanded rights for Indigenous people. Her tone is hopeful.)

• Which details in the article help show why Millaray has the perspective she presents in the quote in the previous question? (Key details, cite text evidence) (The article explains that though the referendum failed, most people in the country want a new constitution. In 2020, nearly 80 percent of Chileans voted to get rid of their current constitution and write a new one. The author also explains that Mapuche symbols and slogans are more common throughout Chile and quotes another singer-songwriter about how more non-Indigenous people are marching for Indigenous rights. These details help explain why Millaray believes that the battle is not over.)

• Why does the author include the section “Spanish Colonization”? Why do you think the author started the article with a description of Millaray performing rather than with this section? (Author’s purpose, text structure) (This section explains the impact European colonization had on the Indigenous people of Chile. The author most likely includes this section to provide background information about why the Indigenous people of Chile are currently fighting for greater rights. Though the information is important for understanding the situation in Chile, the description of Millaray performing is a better hook to get readers engaged.) 

• According to the article, how did General Augusto Pinochet become dictator of Chile? How does his rule still affect Indigenous people in Chile even though he was ousted in 1990 and died in 2006? (Sequence of events, cause & effect) (The article explains that the democratic government often experienced instability, which prompted the military to repeatedly step in. In 1973, the military overthrew the elected government and Pinochet took control of the country. Though Pinochet has long been dead, the country is still governed by the constitution written when he ruled, and it does not recognize any Indigenous rights. So, although Chile is now a democracy, the Indigenous people still face many of the oppressions they faced under Pinochet.)

• What does the map add to your understanding of the article? (Integrate multiple sources) (The map shows the area of historical Mapuche territory, which gives readers a better understanding of how much land was taken from the Mapuche since Spanish colonization.)

6. Writing Prompt
Based on the article and your own experiences, why do you think music is often a powerful force in bringing about social change? Explain in a brief essay.

7. Video
Watch the video. What does it add to your understanding of the article?

8. Classroom Debate
Will the Mapuche succeed in recovering Wallmapu?

9. Quiz & Skills
Use the quiz to assess students’ comprehension and Organizing Ideas to review outlining skills.